Implementation Description

Alamance Community School (ACS) in Haw River has been prioritizing the implementation of Responsive Classroom (RC) practices for their students since its founding in 2020. One of the key pillars of the RC structure is empathy. Studies have shown that teaching children how to empathize allows them to have healthier relationships, reduce conflict, and build confidence (Goodstart, 2018). Further research states that children’s literature can be an effective tool for developing empathy in students (Howard, 2020). ACS prioritizes social-emotional learning and explicit instruction in empathy through the use of intentionally selected read alouds and experiential service projects. 

Available NC ACCESS funding allowed ACS to begin building their Empathetic Read Aloud library, which includes books, such as Last Stop on Market Street by Matt de la Pena and Each Kindness by Jacqueline Woodson. School leaders selected this collection of literature based on its ability to facilitate discussions related to empathy and the experiences of diverse people groups. After reading the book together as a class, teachers facilitate an empathy-focused lesson, which often includes a hands-on project. The book choices align with the NC Standard Course of Study. For example, first grade students read Hey, Little Ant, by Phillip and Hannah Hoos, while addressing the science standard which states students will “understand characteristics of various environments and behaviors that enable plants and animals to survive” (Department of Public Instruction, N.d.). Third graders studied Those Shoes by Maribeth Boelts, which aligns with the Social Studies standard in which students “analyze the impact of contributions made by diverse historical figures in local communities and regions over time” (Public Schools of North Carolina, 2010). Integrating empathy focused read alouds into the curriculum promotes students’ socio-emotional learning, while maximizing valuable instructional time.

ACS teachers deepened students’ understanding of empathy by facilitating service projects and random acts of kindness paired with classroom read alouds. Many projects benefited fellow students and teachers at ACS, such as picking up trash around the playground or building an Only One You rock garden. Other projects extended beyond the walls of the school, such as collecting canned goods and clothes to be donated to a local charity. School leaders listed these and many other project ideas and resources in a presentation entitled “Building Empathy for All Students,” which they delivered to their cohort of fellow NC ACCESS subgrant awardees. When students partner with teachers to design service projects, they are participating in higher level thinking within Bloom’s Taxonomy and growing in their ability to become good citizens.

Results

The ACS administration know that a very important aspect of the Responsive Classroom approach is language.  What adults say to students and each other and how we say it is one of the most powerful tools educators can use. When adults are careful in how we use language, we can support students, staff, and parents.  This is especially important for students as they develop self-control, build their sense of community, gain academic skills and knowledge, and build empathy. This is why ACS believes that all staff, students, and parents need to be respectful in how they speak to each other, even when they are frustrated or disappointed, because our students often model what they see and hear.

Challenges

Time within the school day is always challenging. However, the ACS administration is committed that all grade levels will work to foster empathy in their classrooms.  Therefore, they have been purposeful by having 10 - 15 minutes on the daily schedule for empathy read alouds, discussions, and small service tasks within the classroom.  Unfortunately, due to the coronavirus and safety concerns, some of the service activities that they want to utilize, such as buddy reading with younger students have been put on hold.  However, they are finding other ways to expand service. For example, helping collect the school’s recycling would be a safe service activity.  The goal is for each grade level to have specific projects that also encompass empathy and service.

Future Modifications

This year, ACS has also begun to implement their Social Emotional Learning Curriculum, Fly Five.  Fly Five is a kindergarten to eighth grade SEL curriculum developed in recongnition that in order for students to be academically and socially-emotionally successful at school and in their community, they must learn a set of social and emotional competencies, which include cooperation, assertiveness, responsibility, empathy, and self-control (C.A.R.E.S.).

Critical Components

Getting Started

With grant money, the school purchased the Fly Five curriculum so they could implement the Fly Five curriculum school-wide.  The Fly Five lessons are intentionally designed to be easy to follow and implement so that teachers and staff can place their attention on the important work of noticing a student’s academic, social, and emotional growth and progress and creating conditions for that progress to continue.

Ongoing Supports

The school has had key staff members, such as the counselor and curriculum director, in addition to a member from each grade level team trained in the implementation of the school-wide Fly Five SEL curriculum. 

Equity Connections

Studies have shown that children living in poverty experience higher levels of stress, which can “negatively impact learning and brain development” if not addressed through empathy (Briggs, 2014). ACS has prioritized teaching empathy as well as putting empathy into practice through the way they address students’ behavior, learning, and community service.

Research

1.    Briggs, S. (November 1, 2014). “How Empathy Affects Learning, And How To Cultivate It In Your Students”. informED. Accessed on August 25, 2021. Retrieved from https://www.opencolleges.edu.au/informed/features/empathy-and-learning/ 

2.    Department of Public Instruction. (N.d.). “North Carolina Essential Standards”. NCES.1.L.1. Accessed on August 25, 2021. Retrieved from http://center.ncsu.edu/standards/NCES/Science/ 

3.    Goodstart. (February 22, 2018). “Why teaching children empathy is more important than ever”. Accessed on August 25, 2021. Retrieved from https://www.goodstart.org.au/news-and-advice/february-2018/why-teaching-children-empathy-is-important 

4.    Howard, L. (April 29, 2020). “Why is Empathy Important for Kids? Tips to Build Empathy in Children”. Atlanta Innovative Counseling Center. Accessed on August 25, 2021. Retrieved from https://www.atlantainnovativecounseling.com/aicc-blog/why-is-empathy-important-for-kids-tips-to-build-empathy-in-children 

5.    Public Schools of North Carolina. (December 2, 2010). “North Carolina Essential Standards Third grade Social Studies”. 3.H.1. & 3.H.2. Accessed on August 25, 2021. Retrieved from https://files.nc.gov/dpi/documents/curriculum/socialstudies/scos/3-5.pdf

6.    United States Census Bureau, Quick Facts North Carolina, Retrieved from https://www.census.gov/quickfacts/fact/table/NC/PST045219

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